Study Guide

Learning outcomes

The student is able to
- apply evidence based knowledge, theories, models and methods in global health
- analyze and syntheses the preventive manner global health topics
- create new and safe approach to global health services

Teaching methods

lectures, workshop, reading materials

Learning materials and recommended literature

1. Mandatory course e-book
Cragg L, Davies M, Macdowall W. Health Promotion Theory. Maidenhead: McGraw-Hill Education; 2013. SECTION 2: Using theory to inform health promotion practice.

Suggested book for reading:
Nutbeam, D., Harris, E. & Wise, M. 2010. Theory in Nutshell, A practical guide to health promotion theories. (some copies available in library)

Articles to read:

2. Bekalu, A. M., Bigman, A. C., McCloud, F. R., Lin K, L. & Viswanath, K. 2018. The relative persuasiveness of narrative versus non-narrative health messages in public health emergency communication: Evidence from a field experiment. Preventive Medicine 111, 284-290. https://doi.org/10.1016/j.ypmed.2017.11.014

3. Koplan, J.P., Bond, T.C., Merson, M.H., Reddy, K.S., Rodriguez, M.H., Sewankambo, N.K., Wasserheit, J.N. and Consortium of Universities for Global Health Executive Board. 2009. Towards a common definition of global health. Lancet 373(9679):1993-5.
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)60332-9/fulltext

4. Kumar, S., & Preetha, G. (2012). Health promotion: an effective tool for global health. Indian journal of community medicine: official publication of Indian Association of Preventive & Social Medicine, 37(1), 5–12. https://doi.org/10.4103/0970-0218.94009

5. French, D.P., Cameron, E., Benton, J.S., et al. (2017). Can communicating personalized disease risk promote healthy behavior change? A systematic review of systematic reviews. Ann BehavMed. 2017;51:718–729.

6. McDermott, M.S., Oliver, M., Iverson, D., et al. (2016). Effective techniques for changing physical activity and healthy eating intentions and behaviour: a systematic review and meta-analysis. Br J Health Psychol. 21:827–841.

Students workload

The course is 5 ECTSs, including face-to-face lectures, workshop, student assignments and individual reading.

Content and scheduling

After the course the student is able to:
apply evidence based knowledge, theories, models and methods in global health promotion
analyze the pros and cons of health promotion theories
implement safe and evidence-based approaches to global health services/interventions

Detailed content and scheduling can be found from the Canvas platform.

Grading scale

H-5

Evaluation methods and criteria

Assessment based on NQF (national framework of degrees) level 7 for Master’s degree.